A substantial number of interprofessional learning experiences have been developed using didactic formats, yet students often find these experiences artificial and the impacts of these experiences often dissipate once learners enter the clinical environment.1-5 There is consensus that IPE should be integrated into clinical education settings or other experiential contexts.5
This session will highlight a recent, nationally-implemented educational intervention that situates IPE within the context of community and overall health system transformation - the AHEC Scholars program. Utilizing the Kirkpatrick Model, we will share how we utilized a multifaceted approach of didactic, community-based experiences, and capstone projects to move our cohort of scholars to recognize the value of team-based care and apply the competencies learned to address current health needs in their communities.
This session will describe the methodology, rationale, benefits, and challenges of the AHEC Scholars community-based interprofessional fellowship and discuss opportunities for partnerships in community-based interprofessional education with the AHEC Scholars program nationwide.
References
1. Meszaros, K., Lopes, I., Goldsmigh, P., & Knapp, K. (2011). Interprofessional education: Cooperation among osteopathic medicine, pharmacy, and physician assistant students to recognize medical errors. Journal of the American Osteopathic Association.111(4), 213-218.
2. MacDonnell, C.P., Rege, S.V., Misto, K., Dollase, R., and George, P. (2012). An introductory interprofessional exercise for healthcare students. American Journal of Pharmacy Education. 76(8), 1-2.
3. Rosenfield, D., Oandasan, I., and Reeves, S. (2011). Perceptions versus reality: a qualitative study of students’ expectations and experiences of interprofessional education. Medical Education. 45(5):471-477.
4. World health Organization. (2010). Framework for action on interprofessional education and collaborative practice. Retrieved from: https://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf;jsessionid=2A244A5D9ADF2B3E7E5F13ABB247F5EA?sequence=1
5. National Academy of Sciences. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: National Academies Press. Retrieved from: https://www.ncbi.nlm.nih.gov/books/NBK338360/
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
